STUDENTS’ PERSPECTIVE: HOW CAN COGNITIVE BEHAVIOR THERAPY (CBT) LEARNING MEDIA BE MADE MORE INTERESTING?

Rita Prawati Sunarti, Puan Maharani Fauza, Nanang Erma Gunawan

Abstract


Students in the Guidance and Counseling program often struggle to understand and apply Cognitive Behavior Therapy (CBT) theory in their counseling work. This research aimed to find out which learning materials students find engaging and helpful for mastering the CBT approach, and to create an interesting and effective educational environment. We used a quantitative survey method with a sample of 36 Guidance and Counseling students from Universitas Negeri Yogyakarta. The survey employed a Likert scale from 1 to 4 to evaluate 17 statements focused on their needs regarding content, visual design, interactivity, and technology in CBT learning materials. The findings showed that many students found it hard to grasp CBT theory when depending on traditional methods. They expressed a need for interactive, practical, and Indonesian-language resources. An overwhelming 97.2% of students preferred materials that included practical exercises and case simulations, while 100% recognized the importance of accessibility through digital platforms. They also showed interest in ideal CBT learning materials that are interactive, driven by technology, easy to access, and include simulation and practice questions. These insights can help in developing new educational tools that improve the understanding and practical counseling skills of Guidance and Counseling students.

Keywords: Cognitive Behavior Therapy; students; learning media; perspective

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References


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